Question #1 (How to work with Special Education Teachers to support students with disabilities in the classroom.)
As I read this particular Q&A, I found myself nodding my head in agreement. Especially in light of the problem solving process, and specifically Response to Intervention, time in the classroom is essential. Bringing students out of the classroom and providing them with "pull-out" services, is contradictory to what research shows is required for students to learn. I really liked that this book specified what blocks within the Four-Blocks Way would be most appropriate for students with disabilities, and what block may not be appropriate.
Question #2 (How SLPs can be involved in the classroom.)
This question was of particular interested to me as a speech-language pathologist and also as the coordinator for the Speech and Language Program. Not only did the book state which of the four blocks in the Four-Blocks Way would be appropriate for the SLP to support, but also how, and in what way. This valuable information is something that I will be sharing with the SLPs in Pasco County.
Question #8 (Using technology rather than handwriting when learning to write.)
I liked that this Q&A supported using technology for students who are struggling to learn how to write. Having worked with students who are struggling to learn to write, I have seen how the added motor demands of handwriting discourage students from exercising the newly learned skills of developing their written language. In addition, students usually feel much more comfortable on a computer, and enjoy practicing anything when they can use technology.
Week 2: Author's Purpose
The author's purpose...
Week 3: AT Strategies
BIGmack
computer adapted version of storybook
Text-to-speech
mouse adapted for student's use
paperclips
carpet square
word processor
eye-gaze frame
fluorescent paper
head switches
Week 4: Sample Four-Blocks Day in a Special Education Classroom
BIGmack computer adapted version of storybook
Text-to-speech
mouse adapted for student's use
paperclips
carpet square
word processor
eye-gaze frame
fluorescent paper
head switches
Week 5: Self-Selected Reading
Week 6: Children Read and Conference with the Teacher
Week 7: Conference Variations
Week 8: Guided Reading/Purpose/Before Reading
Week 9: Variations During Reading/Coaching Groups/After Reading/Guided Reading Summary
Week 1: Questions and Answers
Question #1 (How to work with Special Education Teachers to support students with disabilities in the classroom.)
As I read this particular Q&A, I found myself nodding my head in agreement. Especially in light of the problem solving process, and specifically Response to Intervention, time in the classroom is essential. Bringing students out of the classroom and providing them with "pull-out" services, is contradictory to what research shows is required for students to learn. I really liked that this book specified what blocks within the Four-Blocks Way would be most appropriate for students with disabilities, and what block may not be appropriate.
Question #2 (How SLPs can be involved in the classroom.)
This question was of particular interested to me as a speech-language pathologist and also as the coordinator for the Speech and Language Program. Not only did the book state which of the four blocks in the Four-Blocks Way would be appropriate for the SLP to support, but also how, and in what way. This valuable information is something that I will be sharing with the SLPs in Pasco County.
Question #8 (Using technology rather than handwriting when learning to write.)
I liked that this Q&A supported using technology for students who are struggling to learn how to write. Having worked with students who are struggling to learn to write, I have seen how the added motor demands of handwriting discourage students from exercising the newly learned skills of developing their written language. In addition, students usually feel much more comfortable on a computer, and enjoy practicing anything when they can use technology.
Week 2: Author's Purpose
The author's purpose...Week 3: AT Strategies
BIGmackcomputer adapted version of storybook
Text-to-speech
mouse adapted for student's use
paperclips
carpet square
word processor
eye-gaze frame
fluorescent paper
head switches
Week 4: Sample Four-Blocks Day in a Special Education Classroom
BIGmackcomputer adapted version of storybook
Text-to-speech
mouse adapted for student's use
paperclips
carpet square
word processor
eye-gaze frame
fluorescent paper
head switches
Week 5: Self-Selected Reading
Week 6: Children Read and Conference with the Teacher
Week 7: Conference Variations
Week 8: Guided Reading/Purpose/Before Reading
Week 9: Variations During Reading/Coaching Groups/After Reading/Guided Reading Summary